5.2 John O'Sullivan "Manifest Destiny"

Use this excerpt, and your knowledge of American history to answer parts (A), (B), and (C).
We have no interest in the scenes of antiquity, only as lessons of avoidance of nearly all their examples. The expansive future is our arena, and for our history. We are entering on its untrodden space, with the truths of God in our minds, beneficent objects in our hearts, and with a clear conscience unsullied by the past. We are the nation of human progress, and who will, what can, set limits to our onward march? Providence is with us, and no earthly power can. We point to the everlasting truth on the first page of our national declaration, and we proclaim to the millions of other lands, that "the gates of hell" -- the powers of aristocracy and monarchy -- "shall not prevail against it." 

John O’Sullivan, “Manifest Destiny,” 1839

Question 1

Short answer
Briefly explain the point of view reflected by the writer about ONE of the following:
·  expansion
·  religion
·   democracy

Question 2

Short answer
Briefly explain ONE development from the period 1800 to 1860 that led to the point of view expressed by the writer.

Question 3

Short answer
Briefly explain ONE way in which developments in the period 1800 to 1860 challenged or supported the point of view expressed by the writer.

Teach with AI superpowers

Why teachers love Class Companion

Import assignments to get started in no time.

Create your own rubric to customize the AI feedback to your liking.

Overrule the AI feedback if a student disputes.

Other U.S. History Assignments

10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic11.1 Colonial Foundations11.1 Colonial Foundations11.2c: From the Articles of Confederation to the Constitution11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824)11.2d: U.S. Government Foundations: Key Developments and Precedents11.2 Reliability - Declaration of Independence11.3 Reliability - Monroe Doctrine1.2 Compare Native Americans in Two Regions1.2 Compare Native Americans in Two Regions1.3 & 1.4 Extent Transatlantic Voyages affected the Americas1 - 4.6 (a) Market Revolution: Society and Culture1 - 4.6 (b) Market Revolution: Society and Culture1 - 4.8 (a) Jackson and Federal Power1 - 4.8 (b) Jackson and Federal Power1 - 4.8 (c) Jackson and Federal Power1492-1700 Interactions with Native Americans1.4 Extent the Columbian Exchange fostered Change(1.4) SAQ - THE COLUMBIAN EXCHANGE14th & 15th Amendments 1865-18771.6 Change because of Interactions Between Europeans & Native Americans1920s: Cultural and Political Controversies1920s Cultural Developments1920s DBQ1920s SAQ1945-Present Unit Exam Reassessment1950s conformity19th Century Immigration and Economic Growth in the United States19th Century Industrialists: Captains of Industry or Robber Barons1 Doc DBQ Antebellum Women1 Doc DBQ Antebellum Women2000 DBQ: Organized Labor's Success in Improving Workers' Position (1875-1900)2018 DBQ Role of US in the World 1865-19102018 Practice Exam - Q1: Historians on the Civil War2018 Practice Exam - Q2: Tire Advertisement - explain2018 Practice Exam - Q3: Compare First Great Awakening to Enlightenment2018 Practice Exam - Q4: Compare Korean War to Vietnam War2018 Practice Exam - Q5: Extent of Change in U.S. Foreign Policy2019 DBQ2019 International Practice Exam DBQ2019 International Practice Exam LEQ2019 International Practice Exam SAQ2019 International Practice Exam SAQ (Required)2023 LEQ Colonial Societies Revolution2.0 Colonial Dynamics and the Fur Trade2.0 Colonial Grievances and Responses: The Case of Nathaniel Bacon2.0 Comparative Goals in Spanish and English Colonial Expansion